Granite State College

Three types of data were gathered on a partnership and a single-placement model of early field experience. Data came from mentor and preservice teacher interviews, preservice teacher time logs, and transcripts of planning sessions. Although all mentors and preservice teachers found value in their experience, data indicate that those who participated in partnership placements had a very different experience. Preservice teachers in partner-placements felt better supported and were able to engage in greater instructional risks within the classroom. Children in classrooms where partners were placed were reportedly better served. Mentors in partnership placements were more flexible in planning with preservice teachers and appeared to be more trusting. The authors conclude that partnership placement holds promise for providing richer, more interesting, and more educative early field experience for elementary preservice teachers than traditional practice allows.

This study investigated the impact of a school-based mentoring program on at-risk students' office referrals, unexcused absences, and school attitude. Students who participated in the mentoring program had statistically significant reductions in office referrals and statistically significant improvements in school attitude. Based on an analysis of mentor interview responses and log entries, mentors were divided into “viewed positively” mentors and “questioned-impact” mentors. Viewed positively mentors reported fewer office referrals, met more consistently with mentees, reported more relaxed mentoring sessions, and shared food and played games more often with their mentees than “questioned-impact” mentors. The results of the study are discussed in terms of the available research on school-based mentoring. In addition, suggestions for future research are provided.

Problem behavior is common in early childhood special education classrooms. Functional communication training (FCT; Carr & Durand, 1985) may reduce problem behavior but requires identification of its function. The trial-based functional analysis (FA) is a method that can be used to identify problem behavior function in schools. We conducted trial-based FAs and FCT with 3 children in an early childhood special education setting. All trial-based FAs resulted in identification of behavioral functions, and subsequent FCT led to reductions in problem behavior and increases in communication.

INTRODUCTION: Crohn's disease and ulcerative colitis affect an increasing number of patients, and utilization of immune suppressant and biologic therapies is also increasing. These agents are linked to adverse events ranging from mild nuisance symptoms to potentially life-threatening complications including infections and malignancies. Areas covered: This review provides an updated discussion on adverse events associated with immunomodulator, anti-TNF-α, anti-integrin, and anti-IL 12/IL-23 antibody therapies. In addition, we review the risk profile of the currently widely available infliximab biosimilar medication. Expert commentary: Providers should engage in risk-benefit discussion with information specific to each medication discussed, and consider individualized risk factors when selecting therapeutic agents. Drug monitoring and shared decision-making results in more personalized medical management of inflammatory bowel disease.

Today, public agencies responsible for roads, streets, and highways are experiencing significant increases in the price of construction operations and asphalt binder availability; they are also experiencing limited available funds and the uncertainty of inflation. Those concerns are coupled with significant pressure to build, maintain, and rehabilitate “green,” and agencies must look to alternative construction, rehabilitation, and maintenance methods as well as alternative materials that deliver on both of these seemingly different forces. Life-cycle assessment was used to evaluate roadway construction activities. Life-cycle assessment is similar to life-cycle cost analysis, except that environmental impact is considered over the analysis period. Life-cycle assessment includes energy consumption, emissions generation, and natural resource consumption in addition to price of the activity. All activities evaluated were compared with conventional materials and means of construction. Materials evaluated specific to hot-mix asphalt included reclaimed asphalt pavement, asphalt shingles, and warm-mix asphalt. Aggregate base stabilization and subgrade treatments were evaluated as part of a low- and high-traffic-volume facility. The final evaluation considered rehabilitation and maintenance activities that focused on in-place recycling, such as hot in-place and cold in-place recycling. In most instances, these activities can reduce energy consumption and emissions generation and can conserve natural resources (aggregate and asphalt binder), plus offer the benefit of reducing the price of construction. These materials and technologies show promise in helping agencies meet the rising price of construction while addressing public concern for the environment.

Age determinations using the Sr^(87)-Rb^(87), Ar^(40)-K^(40), and Pb-U methods were made on samples of muscovite, biotite, amphibole, microcline, and zircon from igneous and metamorphic rocks from the Franklin Mountains, Hueco Mountains, Pump Station Hills, and Carrizo and Van Horn Mountains. In addition ages were determined on a number of basement cores from Texas and New Mexico. The results show that a belt of rocks of varied lithology extending from El Paso to east of the Llano uplift are all of the same age. The general age by the strontium and argon methods is 1000 to 1090 m.y.; and by the lead-uranium method on zircons it is 1150 to 1200 m.y. This event is in the same time band as the ‘Grenville’ orogeny in Canada and the northeastern United States and possibly should be considered part of the general ‘Grenville’ episode. All the data now available indicate that the orogenic event at about 1000 to 1200 m.y. is the most widespread and pervasive episode of Precambrian orogeny on the North American continent for which adequate evidence has been presented. At least one and probably two older periods of igneous activity and metamorphism occurring at 1250 and 1400 m.y. are found in the northern regions of the Texas Precambrian basement. No evidence was found for any igneous event between the early Paleozoic and the 1000-m.y. episode.

The effectiveness of self-management procedures in reducing the disruptive and off-task behaviors of students in a special education resource classroom was assessed. Four junior high-aged students, three of whom were classified as behaviorally disordered and one as learning disabled, participated in the study. Results indicated that self-evaluation procedures implemented in the resource room reduced students' off-task and disruptive behaviors. Data collected concurrently in students' regular education classes showed little or no generalization of treatment gains from the resource room. Recommendations are offered for facilitating the generalization of the self-management skills.

This research evaluated effects of a multi-media computer-based instruction (CBI) program designed to teach grocery store purchasing skills to three high-school students with intellectual disabilities. A multiple baseline design across participants used measures of computer performance mastery and grocery store probes to evaluate the CBI. All participants initially performed at low percentages of correct responses in purchasing items at grocery store checkout stands. Following introduction of CBI, all participants increased correct purchasing skills. Additionally, all participants performed at high levels in generalization probes at three different grocery stores and in a 30-day follow-up probe. Participants and parents rated purchasing skills higher following treatment. Results are discussed in terms of increased purchasing skills using CBI, generalization, maintenance, and implications for practice.

Journal Article How the public views social work Get access C. David Condie, MSW, C. David Condie, MSW Social Worker Granite School District Search for other works by this author on: Oxford Academic PubMed Google Scholar Janet A. Hanson, MSW, Janet A. Hanson, MSW Resource Coordinator District 2B, Utah State Division of Family Service Search for other works by this author on: Oxford Academic PubMed Google Scholar Nanci E. Lang, MSW, Nanci E. Lang, MSW Pediatric-Psychiatric Liaison University of Utah Medical Center, Salt Lake City Search for other works by this author on: Oxford Academic PubMed Google Scholar Deanna K. Moss, MSW, Deanna K. Moss, MSW School Social Worker Westminster, Colorado Search for other works by this author on: Oxford Academic PubMed Google Scholar Rosalie A. Kane, DSW Rosalie A. Kane, DSW Currently research consultant, Associate Professor Rand Corporation, Santa Monica, California, Graduate School of Social Work, University of Utah, Salt Lake City Search for other works by this author on: Oxford Academic PubMed Google Scholar Social Work, Volume 23, Issue 1, January 1978, Pages 47–53, https://doi.org/10.1093/sw/23.1.47 Published: 01 January 1978

With the increasing development and adoption of Open Educational Resources, many researchers and practitioners are interested in more carefully examining pedagogies connected with their use. This study describes the perceptions of 173 students of implementations of various approaches to open pedagogy by nineteen instructors in post-secondary institutions in New Hampshire. Students were asked about their perceptions of several aspects of open pedagogy, including its influence on the mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, and learning how to learn. Students found value in open pedagogy and believed that open pedagogy had greater overall educational value than traditional educational activities. When students were asked if they would prefer to take a course with open pedagogy or traditional pedagogy, a majority preferred open pedagogy. Further research is necessary to determine the efficacy of open pedagogy beyond student perceptions, and also to determine which types of open pedagogy are most efficacious.

R. H. Hart, K. W. Hepworth, M. A. Smith, J. W. Waggoner, Jr., Cattle Grazing Behavior on a Foothill Elk Winter Range in Southeastern Wyoming, Journal of Range Management, Vol. 44, No. 3 (May, 1991), pp. 262-266

Forage improvement programs often select for increased crude protein and dry matter digestibility. Additionally, breeding programs may be interested in selecting for enhanced transpiration efficiency or water use-efficiency. Forage crude protein and dry matter digestibility are commonly determined by near infrared reflectance spectroscopy (NIRS), whereas water use-efficiency is estimated from 13C discrimination values obtained from isotope-ratioing mass spectrometers. If NIRS could predict 13C discrimination then W could be determined simultaneously with quality components at a much lower cost. To test this possibility, leaf samples of alfalfa (Medicago sativa L.) and several cool-season perennial grasses were analyzed with a dual-inlet, double collector gas isotope mass spectrometer, and values of 13C discrimination were calculated. Subsamples were scanned with monochromators that collected spectra from 400 to 2,500 nm or 1,100 to 2,500 nm, and absorption data were regressed with values of 13C discrimination. Standard errors of calibration for regressing 13C discrimination with NIRS absorption values were higher for grasses than for alfalfa. Coefficients of variation for all validation sample sets used for prediction of 13C discrimination by NIRS were less than 3%, and NIRS correctly identified 77 to 82% of the samples with the lowest 13C discrimination values as determined by mass spectrometer analysis. This level of predictability may be acceptable for identification of genotypes with high water use-efficiency during the early phases of forage improvement programs.

As the adoption of open educational resources (OER) continues to increase, instructors have started using these resources for more than simply delivering content. Open pedagogy is a term used to describe a range of instructional practices that often incorporate OER into the learning process. This study examined student perceptions of two approaches to open pedagogy—student creation of multiple-choice questions and student creation of the syllabus and corresponding course assignments. The sample included responses from 84 students at two colleges in the United States. Results showed that students who created the syllabus and assignments had a more positive experience and were more likely to enroll in a future course that implements this strategy. Those in the multiple-choice course felt that the approach was less conducive to learning than traditional learning activities. The significant differences in student feedback on two different approaches, both of which could be termed open pedagogy, indicate that more research is needed to examine the efficacy of the wide variety of approaches to open pedagogy. Moreover, the perceived efficacy of one instantiation of open pedagogy does not equal the effectiveness of open pedagogy, broadly defined.

The performance of several control charting schemes is studied when the process mean changes as a linear trend. The control charts considered include the Shewhart chart, the Shewhart chart supplemented with runs rules, the cumulative sum (CUSUM) chart, the exponentially weighted moving average (EWMA) chart, and a generalized control chart.

This study contributes to the discussion of appropriate parent and therapist roles in early intervention by comparing the costs and effects of two programs for speech-disordered preschoolers: a home parent training program and a clinic-based program with low parent involvement. The posttest results indicated that the children in the home parent training group performed at least as well as those in the clinic-based group on measures of speech and language functioning as well as on a measure of general development. On several of these variables, the home parent training group performed significantly better than the other group. Results of the cost analysis indicated that, excluding the value of parent time, there was no meaningful difference in program costs. The implications of this study are that parents can be given significant responsibilities in early intervention and that program administrators have a viable option of using parents as a substantive support to a program. In addition, findings support the need for therapists to be trained to work with parents as well as with the child.

This study longitudinally compares the costs and effects of two alternative forms of early intervention that differed with respect to the roles assumed by parents and professionals: a home parent training intervention and a clinic-based, low parent involvement intervention. Results of follow-up testing 42 months after the initiation of the interventions indicated that the home parent training group performed as well as the clinic-based group on measures of speech and language functioning, the primary area of delay for all subjects, as well as on measures of general development and family functioning. The comparable longitudinal effects of the two interventions examined in this study support the viability of programs that offer options to parents and the need for interventionists to be trained broadly enough to be able to assume a variety of roles and to provide a range of services.

The article examines the depiction of the disabled body in Shakespeare's Titus Andronicus in light of modern productions. Although scholars and critics have discussed the symbolic potential of the severed hands in the play, none has considered the repeated material reconstruction of Titus's and Lavinia's hands by stage properties in performance. Both well-known productions by Peter Brook and Julie Taymor involve a near obsessive replacement of Lavinia's severed hands with ribbons, branches, or wooden hands. In so doing, these stage properties become "stage hands"—or theatrical prostheses—that seek to fulfill the audience's imagination of the body in its previously whole state. While Shakespeare's text presents the handless bodies of Lavinia and Titus as disabled avengers, such disabled capability—and culpability—is obscured in modern performances that "prop" Lavinia and Titus with theatrical prosthetics. The article considers the mutilations of Lavinia and Titus and their subsequent regeneration as disabled avengers, as well as the prosthetic impulses of Brook's and Taymor's productions, in order to more fully understand Shakespeare's complex treatment of disability in his early works.

Abstract The present study was designed to test jour hypothesized relationships between self-concept, sports abilities, and personal and parent interest in sports for seventh, eighth, and ninth grade boys. Results showed a significant positive relationship between reported interest in sports and self-concept scores at each grade level. A significant relationship was found between self-concept score and two measures of parent (father and mother) interest in sports for the ninth and seventh grade subjects only. Perhaps the most surprising result was the decrement in the hypothesized relationship between measures of physical ability and self-concept from the seventh to ninth grade. There was support for the proposed relationship between personal interest in sports and measures of physical abilities at all grade levels, although the strongest relationship appeared to be at the seventh grade. Main conclusions were that sports abilities and interests were positively related to measured self-concept and that similarity of sports interests between parents and child also appeared to be related to self-concept. Implications were that physical educators should concern themselves with these relationship when developing their curricula.

Researchers recently have suggested that behaviorally disordered students exhibit deficits in test-taking skills, the ability to use test cues to maximize test scores. These deficits may account partially for the low achievement scores commonly associated with this population. The present investigation was intended to determine whether behaviorally disordered students could be trained to improve test-taking skills relevant to content area tests. First, 34 behaviorally disordered adolescents were administered Slakter, Koehler, and Hampton's (1969) test of test-taking skills, matched for grade and pretest score, and assigned at random to experimental and control groups. Experimental group students were provided with training in specific test-taking skills relevant to content area, teacher-made tests, over a 5-day period while control students received their regularly scheduled instruction. After the training period, a posttest was administered. A two-way (group by test) analysis of variance indicated that experimental condition students scored significantly and substantially (nearly 50%) higher than untrained control students. Implications for research and training are discussed.

This study assessed the incidence rates of alcohol and other drug (AOD) use among a sample of five groups of adolescents: (1) nondisabled students, (2) learning disabled students, (3) behaviorally disordered/less aggressive students, (4) behaviorally disordered students, and (5) behaviorally disordered/self-contained students. The learning disabled, behaviorally disordered/less aggressive, and nondisabled students reported similar AOD use rates. The behaviorally disordered/self-contained students reported substantially more AOD use than the other groups. The behaviorally disordered students reported higher usage of some AODs, but the differences were not as dramatic as those of the behaviorally disordered/self-contained group.